One of the big questions in the new world of web 2.0 interconnectivity, is that once we have connected, what are we going to talk about? In the real world, context is often provided by our immediate setting, our physical environment, and how we can interact with it. Second life (SL), is an exciting new virtual world full of possibilities. It immerses language learners in a rich multi media and multiple media environment (Warschauer, 1996). Launched in 2003, SL “came to international attention via mainstream news media in late 2006 and early 2007” (wikipedia “second life”), and since then has grown exponentially (Winters, 2007). At present there are around 13.8 million registered members, although the number of users logged in at any time is usually much less than this - around 458,000 in one week (Second life Economic Statistics, May 30th 2008). This number is still massive, and offers English language learners in SL much opportunity for language interaction.
In second life, new users log into the site (http://secondlife.com/) and choose an “avatar” – a visual representation of their real selves. This avatar then enters the virtual world and can “teleport” to any location, participate in events, and chat synchronously using text and/or voice with anyone they meet. As well as providing an environment of language immersion and communication with native speakers of target languages, users can also interact with "in world objects" for example, video screens, podcasts, presentations, interactive whiteboards or even "language bots". Some of these could also be web quests, or grammar based CATs (computer adaptive tests).
There are currently three high profile English teaching communities in second life: Language laboratory, Avatar Languages(commercial), and English Village (non-commercial). Additionally, it is possible for anyone to set up permanent private classrooms of any size with restricted access. The following videos will help readers grasp the concept of English learning in a virtual world. Second life is not the only online virtual world. Some others are "There", "Twinity" and "Entropia Universe". We will likely see many more of these worlds appear in the future, given the exponential popularity of second life. Video 2: Second Life English Village Promotion.
Video 3: *An Introductory Tour of English Village
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“Second Life lets us create a learning environment. Instead of learning in a classroom, our learners can learn in the environment where they will talk. They can practice talking about things around them. The things they will really have to talk about in the real world. But an environment is not just things. It is events. We give our learners role playing scenarios. Not about slaying dragons. About ordering a hamburger. About registering at a hotel. About exchanging a ticket.To create the environment, we use an (award winning), Holodeck, which creates a pre-designed environment . On demand. In about 30 seconds: with the objects people need to talk about in the role playing scenarios. Second Life lets us immerse our learners in English. In tasks they are likely to use it for. In places where they are likely to use it. For free.” (Dansereau & Evans, 2008).
A Social Experience
Traditional synchronous text and voice software like Skype or MSN tend not to be conducive to meeting new people outside of one’s own contacts. Second Life, however, offers a “social arena of interaction” (Vickers, 2008), where anyone can talk to anyone else, from any part of the world. The presence of multiple user nationalities and languages offers a rich opportunity for language exchange. Vickers (Language teaching gains in second life) cites Dennis Newson (2007): "Second Life brings immersive, immediate and - more importantly - supportive, social and truly constructivist - potential to distance learning.
Gavin Dudeney
In an interview with Dennis Newson, Gavin Dudeney (Project Director of The Consultants-E EduNation ll in second life), discussed using Second Life in teaching (Newson, D. 2007). He likewise notes the especially social element of second life (Newson, D, 2007, 19min;20secs), referring to it as a “presence” not felt in tradition synchronous modes such as text chat. Dudeney points out that corporations are increasingly using SL for online collaborative projects, because it “helps the creativity process…the social side... the feeling of being physically there…or going off together to do things”.
Well Prepared
A brief look at Language laboratory, Avatar Languages, and English Village, reveals the amount of effort and interest currently going into the development of rich material and well organized online classes and other events in SL. However the increased lesson preparation time required for teaching in such technology driven teaching environments, is often perceived as a negative point by teachers. Specific training in pedagogy appropriate to this new medium is therefore crucial (Newson, D., 2007,15 min, 45 sec.): “if we are committed to engaging with our learners as Prensky would ask us to do, using their technology, then I think now is the time to get the skills, because if we look at it in three years time, I think we’re going to be too late.”
Informal Learning
Dudeney goes on to highlight the importance of informal learning in second life: “there are plenty of people who are brushing up their language skills by interacting with others in SL on a daily basis” (Newson, D., 10 mins 56 secs). This is especially relevant for teachers and learners who would like to use second life to augment existing face to face classes.
“We often struggle to find real interactions in the real life classroom”… Second life offers levels of interaction and immersion which are difficult to get in the classroom, especially if you’re doing any work with role plays or situational dialogues which can very easily be done in second life… because you can very easily build an airport, or café or restaurant”(Newson, D., 2007, 13.25).
TBL
The above quote higlights the potential for task based learning in SL, involving possible collaborative construction of virtual environments. Sanchez (2008), details the collaborative tasks his students have completed in SL, creating a winter wonderland, a wild west town, a forest sanctuary, and a tropical beach. Also, it is noted by Newson (2007) that the best way to learn SL is to go there with someone who already "knows how", further suggesting the importance of knowledge sharing and collaboration in SL.
"Scarcella and Crookall (1990, in Hee Jung, 2002) review research to show how VRML (Virtual Reality Modeling language) facilitates second language acquisition. Comprehensible input is provided in VRML because students engage in genuine communication in playing their roles. Active involvement stems from participation in worthwhile, absorbing interaction that tends to make students forget they are learning a new language."
Limitations
Second life and other virtual worlds generally have large band width requirements (an average of 80 kbps downstream) and specific system requirements . These should be carefully considered by teachers interested in using second life as a supplement to in class programs.
The FUTURE Speech recognition capability and video in second life.
Virtual worlds
| Second Life Intro. | A Social Experience | Well Prepared | Informal Learning | TBL | Limitations
.
Video 1: Avatar Language School Promotion
Second Life Intro.
One of the big questions in the new world of web 2.0 interconnectivity, is that once we have connected, what are we going to talk about? In the real world, context is often provided by our immediate setting, our physical environment, and how we can interact with it. Second life (SL), is an exciting new virtual world full of possibilities. It immerses language learners in a rich multi media and multiple media environment (Warschauer, 1996). Launched in 2003, SL “came to international attention via mainstream news media in late 2006 and early 2007” (wikipedia “second life”), and since then has grown exponentially (Winters, 2007). At present there are around 13.8 million registered members, although the number of users logged in at any time is usually much less than this - around 458,000 in one week (Second life Economic Statistics, May 30th 2008). This number is still massive, and offers English language learners in SL much opportunity for language interaction.
In second life, new users log into the site (http://secondlife.com/) and choose an “avatar” – a visual representation of their real selves. This avatar then enters the virtual world and can “teleport” to any location, participate in events, and chat synchronously using text and/or voice with anyone they meet. As well as providing an environment of language immersion and communication with native speakers of target languages, users can also interact with "in world objects" for example, video screens, podcasts, presentations, interactive whiteboards or even "language bots". Some of these could also be web quests, or grammar based CATs (computer adaptive tests).
There are currently three high profile English teaching communities in second life: Language laboratory, Avatar Languages(commercial), and English Village (non-commercial). Additionally, it is possible for anyone to set up permanent private classrooms of any size with restricted access. The following videos will help readers grasp the concept of English learning in a virtual world. Second life is not the only online virtual world. Some others are "There", "Twinity" and "Entropia Universe". We will likely see many more of these worlds appear in the future, given the exponential popularity of second life.
Video 2: Second Life English Village Promotion.
Video 3: *An Introductory Tour of English Village
..
“Second Life lets us create a learning environment. Instead of learning in a classroom, our learners can learn in the environment where they will talk. They can practice talking about things around them. The things they will really have to talk about in the real world. But an environment is not just things. It is events. We give our learners role playing scenarios. Not about slaying dragons. About ordering a hamburger. About registering at a hotel. About exchanging a ticket.To create the environment, we use an (award winning), Holodeck, which creates a pre-designed environment . On demand. In about 30 seconds: with the objects people need to talk about in the role playing scenarios. Second Life lets us immerse our learners in English. In tasks they are likely to use it for. In places where they are likely to use it. For free.” (Dansereau & Evans, 2008).
A Social Experience
Traditional synchronous text and voice software like Skype or MSN tend not to be conducive to meeting new people outside of one’s own contacts. Second Life, however, offers a “social arena of interaction” (Vickers, 2008), where anyone can talk to anyone else, from any part of the world. The presence of multiple user nationalities and languages offers a rich opportunity for language exchange. Vickers (Language teaching gains in second life) cites Dennis Newson (2007): "Second Life brings immersive, immediate and - more importantly - supportive, social and truly constructivist - potential to distance learning.
Well Prepared
A brief look at Language laboratory, Avatar Languages, and English Village, reveals the amount of effort and interest currently going into the development of rich material and well organized online classes and other events in SL. However the increased lesson preparation time required for teaching in such technology driven teaching environments, is often perceived as a negative point by teachers. Specific training in pedagogy appropriate to this new medium is therefore crucial (Newson, D., 2007,15 min, 45 sec.): “if we are committed to engaging with our learners as Prensky would ask us to do, using their technology, then I think now is the time to get the skills, because if we look at it in three years time, I think we’re going to be too late.”
Informal Learning
Dudeney goes on to highlight the importance of informal learning in second life: “there are plenty of people who are brushing up their language skills by interacting with others in SL on a daily basis” (Newson, D., 10 mins 56 secs). This is especially relevant for teachers and learners who would like to use second life to augment existing face to face classes.
“We often struggle to find real interactions in the real life classroom”… Second life offers levels of interaction and immersion which are difficult to get in the classroom, especially if you’re doing any work with role plays or situational dialogues which can very easily be done in second life… because you can very easily build an airport, or café or restaurant” (Newson, D., 2007, 13.25).
TBL
The above quote higlights the potential for task based learning in SL, involving possible collaborative construction of virtual environments. Sanchez (2008), details the collaborative tasks his students have completed in SL, creating a winter wonderland, a wild west town, a forest sanctuary, and a tropical beach. Also, it is noted by Newson (2007) that the best way to learn SL is to go there with someone who already "knows how", further suggesting the importance of knowledge sharing and collaboration in SL.
"Scarcella and Crookall (1990, in Hee Jung, 2002) review research to show how VRML (Virtual Reality Modeling language) facilitates second language acquisition. Comprehensible input is provided in VRML because students engage in genuine communication in playing their roles. Active involvement stems from participation in worthwhile, absorbing interaction that tends to make students forget they are learning a new language."
Limitations
Second life and other virtual worlds generally have large band width requirements (an average of 80 kbps downstream) and specific system requirements . These should be carefully considered by teachers interested in using second life as a supplement to in class programs.
The FUTURE
Speech recognition capability and video in second life.
..
References / Bibliography
Here
Further Resources
Videos / links etc.
ELT in Second life BLOG
http://esl-secondlife.blogspot.com
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